This paper presents a training game intended to train crisis management teams to negotiate collaboratively in order to reach the group goal in the best way possible. The importance of the group goal in comparison to their individual goals is touched upon as well, as are various conflicts that can occur during such a negotiation. The game, which is implemented in the Blocks World 4 Teams environment, gives a team a specific scenario and allows them to negotiate a plan of action. This plan of action is then performed by agents, after which the team members will be debriefed on their performance. An experiment, containing multiple rounds to test the effect the game has on participants, is planned in the near future.

For tasks that need to be accomplished in unconstrained environments, as in the case of Urban Search and Rescue (USAR), human-robot collaboration is considered as an indispensable component. Collaboration is based on accurate models of robot and human perception consistent with one another, so that exchange of information critical to the accomplishment of a task is performed efficiently and in a simplified fashion to minimize the interaction overhead. In this paper, we highlight the features of a human-robot team, i.e. how robot perception may be combined with human perception based on a task-driven direction for USAR. We elaborate on the design of the components of a mixed-initiative system wherein a task assigned to the robot is planned and executed jointly with the human operator as a result of their interaction. Our description is solidified by demonstrating the application of mixed-initiative planning in a number of examples related to the morphological adaptation of the rescue robot.

It is costly and time consuming to develop Multiple Choice Questions (MCQ) by hand. Using web-based resources to automate components of MCQ development would greatly benefit the education community through reducing reduplication of effort. Similar to many areas of Natural Language Processing (NLP), human-judged data is needed to train automated systems, but the majority of such data is proprietary. We present a graph-based representation for gathering training data from existing, web-based resources that increases access to such data and better directs the development of good questions.

The current study investigates the relationship between children’s curiosity and question asking ability. Generation of two types of questions was assessed: identification (yes/no questions asked to identify a target from an array) and understanding questions, asked to learn more about a topic. The latter was related to children’s curiosity, as was the ability to recognize the effectiveness of questions in solving a mystery. Training on asking identification questions was effective in improving children’s ability to ask that type of question, but did not transfer to the other task. Training on asking understanding questions was not successful. Children’s curiosity did not influence the effectiveness of the training.

This paper discusses the implementation and evaluation of automatically generated cloze questions in the style of the definitions found in Collins COBUILD English language learner’s dictionary. The definitions and the cloze questions are used in an automated reading tutor to help second and third grade students learn new vocabulary. A parser provides syntactic phrase structure trees for the definitions. With these parse trees as input, a pattern matching program uses a set of syntactic patterns to extract the phrases that make up the cloze question answers and distracters.

This paper shows that automatically generated questions can help classify children’s spoken responses to a reading tutor teaching them to generate their own questions. We use automatic question generation to model and classify children’s prompted spoken questions about stories. On distinguishing complete and incomplete questions from irrelevant speech and silence, a language model built from automatically generated questions out-performs a trigram language model that does not exploit the structure of questions.

In this paper we develop a model to simulate the evolution of a pollution-free resource gathering technology that is initially less efficient but ultimately reaches parity with polluting technology. We find that for low levels of pollution, pressure exerted by society can indeed encourage the development and use of non-polluting technology, with greater pressure being associated with faster achievement of efficiency parity and lower overall pollution. However, greater pressure is also associated with lower populations and at the highest levels of pressure there are significant risks of population crashes. We find that these results hold for both localized pollution and globalized pollution, with globalized pollution encouraging faster achievement of efficiency parity. For high levels of pollution we find that introducing societal pressure significantly increases the occurrence of population crashes, and thus the strategy is only effective under certain conditions.

The new scenarios of contemporary adaptive robotics seem to suggest a transformation of the traditional methods. In the search for new approaches to the control of adaptive autonomous systems, the mind becomes a fundamental source of inspiration. In this paper we anticipate, through the use of simulation, the cognitive and behavioral properties that emerge from a recent prototype robotic platform, EcoBot, a family of bio-mechatronic symbionts provided with an `artificial metabolism', that has been under physical development during recent years. Its energy reliance on a biological component and the consequent limitation of its supplied energy determine a special kind of dynamic coupling between the robot and its environment. Rather than just an obstacle, energetic constraints become the opportunity for the development of a rich set of behavioral and cognitive properties.

People acquire new knowledge in various ways and this helps them to adapt to changing environment properly. In this paper, we investigatethe interoperation of multiple learning mechanisms within a single system. We extend a cognitive architecture, ICARUS, to have three different modes of learning. Through experiments in a modified Blocks World and a route generation domain, we test and demonstrate the system's ability to get synergistic effects from these learning mechanisms.

In most cognitive architectures, episodic memory is either not implemented, or plays a secondary role. In contrast, in the Xapagy architecture episodic memory is the primary means of acquiring and using knowledge. Shadowing, the main reasoning method of the system, relies on unprocessed historical recordings of concrete events to determine the agent's behavior. This paper outlines the use of episodic memory in Xapagy, and investigates whether episodic memory might play a wider role in cognitive architectures at large.